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1 Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014 Introduction: Definition and Purposes of the Portfolio All students are required to create a portfolio of their graduate school psychology training experience. A graduate school portfolio is a collection of work-related products that are organized in a systematic manner for the purpose of communicating and demonstrating what a student has learned and achieved with respect to his / her learning about the chosen professional discipline. The portfolio is a means of facilitating reflection, self-assessment, goal setting, and improvement with respect to professional goals and competencies. It can provide data on student progress as well as provide data about the extent to which the program's goals have been met. The portfolio facilitates the assessment of and feedback regarding practice-related skills, which may be difficult to measure through traditional comprehensive examinations. Many of the important competencies in school psychology can only be acquired through fieldbased experiences. The portfolio is an approach to documenting the student's development of these competencies, as well as those obtained through course work. Students review and critique their own portfolios, as well as review their peers' portfolios during the program (see pages for the student form). Faculty also review and give feedback on the portfolios. During the second year of the Program, the portfolio, in conjunction with a review of student grades, annual evaluations, and practica evaluations, will form the basis of assessing student progress and determining the student's readiness for the third-year internship. During the practicum year of study, passing scores on all areas of the portfolio are required prior to beginning an internship is one of the requirements for the CAGS degree. Passing scores are ratings of 3 (performance is at an expected level) or higher (see portfolio rating form). In addition to learning and self-assessment functions, adapted versions of portfolios can be used to document the student's competencies for potential internship supervisors and employers. The portfolios also can help students develop the necessary habits, an understanding of the need for, and the skills required for continuous selfreflection and professional development as a life-long process. The portfolios also will provide data about training outcomes, which can be used to assess the extent to which the program is fulfilling its mission and attaining its goals. These data can provide important feedback in regard to how the program and curriculum should be changed. Thus, the portfolio is an important component in a performance-based approach to evaluating and improving the School Psychology Program. In this regard, our portfolio evaluation system is consistent with the National Association of School Psychologists (NASP) Standards (2010) for Training. School Psychology Program Mission, Philosophy, and Goals The mission of Northeastern University s School Psychology Program is to provide educational experiences that enable individuals to have (a) knowledge of psychological and educational theory; (b) a broad range of assessment and intervention skills; and (c) the ability to use this integrated knowledge and skills to facilitate the learning, social, and emotional development of children and adolescents. In order to provide meaningful data with respect to assessing student progress and program outcomes, the portfolio must contain material consistent with the program's mission, philosophy, and goals. A cornerstone of our philosophy of training is viewing theory and practice from an ecological framework. An ecological perspective emphasizes the myriad types of social, historical, institutional, and environmental forces that interact with one another to impact the learning, as well as social and emotional health of children and adolescents. This perspective is consistent with two themes of our training program: culture and collaboration. Culture (which includes race, gender, class, sexual orientation, and disability as well as other aspects of culture

2 such as religious beliefs, customs, art forms, diet, rituals, etc.) often has a profound impact on the learning and emotional health of children. In addition, a school psychologist's awareness of cultural differences can enhance the delivery of assessment and intervention services. The training theme of collaboration recognizes the importance of (a) working as part of a team in delivering services, working as collaborators with parents, and (b) drawing upon the rich resources of professionals from related disciplines and families and communities. The ecological perspective and the training themes are expected to be reflected in the students' portfolios. Consistent with the goals of the Program and NASP Standards, the portfolio should contain evidence that students: Have a strong professional identity and use appropriate professional behavior; Are competent in a problem-solving approach to services; Are competent in using a variety of assessment methods and can connect assessment to intervention, including instructional support to develop academic skills; Are competent in delivering counseling services Are competent in consultation and collaboration with teachers and parents Are competent in prevention services, including school-wide practices to promote safe and effective learning environments and early intervention Are competent in systems level services family-school collaboration Are competent in program evaluation and using applied research Are sensitive and knowledgeable about culture and diversity Are knowledgeable about professional ethics and legal regulations, and conform with professional ethical standards and relevant laws Are competent in written and oral communication Are competent in using information technology The relationship between NASP s standards and our training goals and Portfolio evaluation areas are depicted in the matrix at the end of this document (p.19). 2 General Portfolio Development Guidelines Portfolio development will occur throughout the three years of the Program. All materials selected by the student should reflect his / her best performance in the area. It is essential that students document their progress and how they have used feedback from faculty and peers to improve their knowledge and skills. For example, including a similar product (e.g., written report) from two or more periods of time might illustrate how a student has improved his / her performance. Similarly, providing two or more versions of a written paper that incorporated notable revisions might show the student progressed over time. For example, if a student received suggestions from a supervisor or professor on how to rewrite a report, the paper included in the portfolio should reflect those suggestions. Although students are encouraged to begin the development of their portfolios during the first year of the NU's School Psychology Program, the portfolio will not be reviewed until the second year of Program. (Our experience is that first year students do not have sufficient materials to make a portfolio review a meaningful learning experience). The required portfolio elements listed below must be presented in a large notebook or other strong binder. Students should take the time to carefully and logically organize the materials in their portfolio so that elements are clearly presented and can be quickly found. The portfolio should be constructed to withstand wear and tear as a result of handling by a number of people. Part I: Portfolio Elements The elements in Part I will provide the context for understanding the documentation included in the portfolio. 1. Cover Page 2. Table of Contents

3 3 3. Statement of Progress. Your statement of progress should reflect the mission, philosophy and goals of the Program, and should address the following issues: Your strengths What learning experiences helped promote your professional growth or were especially meaningful to you (be sure to protect confidentiality). Areas needing improvement or further development Your plan for improvement Specialty areas you might want to develop (e.g., early intervention, behavior management, bilingual assessment) 4. Program of Study 5. Copy of your transcript 6. Practicum Log Summary Part II: Documentation of Progress The elements in this section will provide documentation of your progress. Be sure to remove any information that might lead to the identification of a service recipient, such as a student s or parent s name. Other identifying data that need to be masked include specific school and teacher names. It is not sufficient to use a black marker to cover identifying information. If you are using a marker to cover identifying information, make sure you photocopy the document to ensure that the redacted information cannot be read. If you are not sure what is appropriate to include, consult the Ethical Guidelines for School Psychologists (i.e., National Association of School Psychologists and American Psychological Association) or your advisor. Multiple examples of documentation are listed for each element. The examples are for illustrative purposes, and do not encompass all possible ways of documenting progress. Each student should select portfolio examples that best illustrate his / her performance relative to the area being evaluated. For further guidance, you can consult the Rubrics Appendix that the faculty uses in scoring the different portfolio areas. There is no need to duplicate the same documentation in more than one place in your portfolio. If you want to use the same documentation to demonstrate your performance in two different areas, please indicate this and be sure to explain how the documentation meets both areas. Also, clearly indicate where in your portfolio the documentation can be found. In regard to field supervisors ratings, photocopy the ratings that are most applicable to the relevant competency area and place the ratings in the appropriate sections of your portfolio. Individual and Group Counseling Case Summarization In both the individual and group counseling case summarizations and progress notes please address the following areas: Describe the counselee s strengths and needs clearly Define the counseling goals clearly Establish criteria for counseling success Describe specific progress monitoring and outcome measures and procedures Describe the specific intervention strategies used in each session and rationale Document counseling progress monitoring Document counseling outcomes Demonstrate multicultural awareness and sensitivity Demonstrate consideration of the counselee s ecological context Written Case Studies on Consultation and Curriculum-Based Assessment All students must provide the completed case study from the course on consultation (see below). In addition, students need to include at least interim reports on their case studies from the school-based counseling, and curriculum-based assessment courses. After completing their school-based counseling and

4 4 curriculum-based assessment cases, students are expected to replace their interim reports with their final, graded report. In the case studies, rationales should be provided for the decisions made (e.g., selection of intervention strategies). The case studies will be reviewed for both content as well as writing and communication skills. The case studies should encompass the following issues: 1. Clarification of the problem within ecological context with a clear and precise behavioral definition of the problem relevant cultural, social, biological, and other contextual factors data collection methods and results of data collection discrepancy between current level of behavior or performance and desired level hypotheses about relevant causes or functions of the problem strengths and interests of the student 2. Development of intervention plan collaborative approach with student, parents, professionals, and relevant others the link(s) between problem clarification and intervention plan goals of intervention plan description of intervention plan 3. Implementation roles of individuals strategies used to facilitate implementation 4. Evaluation Extent to which plan was implemented Goal attainment Related effects and individual's reactions Plan modification Consistent with the 2010 NASP Standards, the cases provide you with an opportunity to document your positive impact on one or more students or teachers. If situational constraints prevented you form being as effective as you wanted to be with the case, please describe these constraints either within the report or in your introduction to the relevant section of the portfolio. Progress Areas At the beginning of each portfolio section, write a summary statement that provides an overview of all documentation contained in that section. It should be very clear to the reader how the documentation relates to the competency areas. In addition, documentation in each area should reflect the student's understanding of the ecological perspective, including cultural issues, as well as the student's ability to successfully collaborate with colleagues. Finally, documentation should provide evidence of the student's communication skills, particularly his / her writing skills. The progress areas are listed below. These areas should be included in the Table of Contents of the portfolio. Please carefully review the rubric that begins on page 7 to understand the minimum requirements for each area. 1. Professional Identity and Professional Behavior 2. Assessment 3. Intervention: Counseling 4. Intervention: Consultation and Collaboration 5. Intervention: Prevention 6. Systems Level Services: Family School Collaboration 7. Culture and Diversity

5 5 8. Ethical and Legal Issues 9. Program Evaluation and Applied Research 10. Communication and Information Technology In addition to the above sections of the portfolio, the student s (a) writing skills, and (b) overall organization of the portfolio also will be evaluated. A major facet of school psychology is written communication. This is exemplified in many ways, probably most notably in psychological reports. Therefore, it is critical that school psychologists be able to write well. Examples of the student's writing include many of the aforementioned products, including reports, case studies, and course assignments. Please see the rubrics for portfolio for further guidance on how to organize your portfolio. Assessment Process Students will review and adapt their portfolios continually throughout the second year of the program. Students also are required to update their portfolios during the internship year. Each student will be paired with another second year student for the purpose of providing each other with feedback and suggestions on how to improve their skills and knowledge. The first draft of the portfolio is due in March (see specific date below). Each portfolio will be reviewed and rated by a school psychology faculty member. The following rating scale will be used: 5 = much above expected level, 4 = above expected level, 3 = expected level, 2 = below expected level, 1 = much below expected level. After the faculty have reviewed and rated the portfolio, students must schedule a feedback session with a faculty member to review the ratings. At this session, the student and faculty member will discuss (a) the student's areas of strengths and areas needing improvement (b) the student's preparation of the portfolio, and (c) improvement plans. The second draft of the portfolio is due in early May (see specific date below). Students should prepare a detailed cover letter indicating how the portfolio has been changed and updated, and how feedback regarding the first draft was incorporated into the second version. To ensure continuity of feedback, the same faculty member who reviewed a student's first draft also will review that student's second draft. The same 1 to 5 scale will be used for all versions of the portfolio. Students must earn a score of 3 (expected level) or above in a competency area, in order to pass that area. Before beginning their internship, students need to receive a rating of 3 (expected level) or higher in all competency areas. Students who fail one or more competency areas in the spring, will have an opportunity to resubmit the portfolio in the following September. After the faculty have reviewed and rated the second version of the practicum year portfolio, students are encouraged to schedule a feedback session with a faculty member to review the ratings. At this session, the student and faculty member will discuss (a) the student's areas of strengths and areas needing improvement (b) the student's preparation of the portfolio, and (c) improvement plans. Faculty will announce the portfolio due dates in the Spring semester. As a general guideline, the following timelines apply: FIRST DRAFT Approximately the 2 nd week in March: Submission of portfolios, and peer and self-reviews to faculty. See pages for student review form. SECOND DRAFT Approximately the1 st week in May: Submission of revised portfolios to faculty. Practicum Year Rubrics for Scoring the Portfolio Key: 1 = much below expected level 2 = below expected level

6 6 3 = expected level 4 = above expected level 5 = much above expected level Students need to attain a rating of 3 (expected level of knowledge or competence) or higher in each of areas assessed by means of the portfolio in order to successfully complete the portfolio requirement of the program. Professional Identity and Professional Behavior In this section, students should demonstrate (a) knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists; and (b) application of professional work characteristics needed for effective practice as school psychologists, including respect for human diversity and social justice, communication skills, effective interpersonal skills, responsibility, adaptability, initiative, dependability, and technology skills. 1 = Portfolio lacks at least two of the following: (a) evidence of belonging to at least one professional / student association or group, (b) clear and well-written personal statement, (c) resume (vitae), (d) passing grade for School Psychology Seminar (that addresses history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists), (e) passing scores on MA educator's test (MTEL), and (f) expected level or higher ratings from supervisor in this area. 2 = Portfolio lacks at least one of the following: (a) evidence of belonging to at least one professional / student association or group, (b) clear and well-written personal statement, (c) resume (vitae), (d) passing grade for School Psychology Seminar (that addresses history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists), (e) passing scores on MA educator's test (MTEL), and (f) expected level or higher ratings from supervisor in this area. 3 = Evidence of (a) belonging to at least one professional / student association or group, (b) clear and well-written personal statement, (c) resume (vitae), (d) passing grade for School Psychology Seminar (that addresses history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists), (e) passing scores on MA educator's test (MTEL), and (f) expected level or higher ratings from supervisor in this area. 4 = Evidence of (a) belonging to at least one professional / student association or group and, (b) clear and wellwritten personal statement, (c) resume (vitae), (d) passing grade for School Psychology Seminar (that addresses history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists),(e) passing scores on MA educator's test (MTEL), (f) attendance at least one professional workshop, and (g) above or much above expected level ratings from supervisor in this area. 5 = Evidence of (a) belonging to at least two professional associations with volunteer work within one of the them, (b) clear and well-written personal statement that indicates reflection on strengths and weaknesses, (c) resume (vitae), (d) passing grade for School Psychology Seminar (that addresses history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists),(e) passing

7 7 scores on MA educator's test (MTEL), (f) attendance at a professional workshop and (g) much above expected level ratings from supervisor in this area. Assessment A full /comprehensive psychological assessment report is defined as a report that includes assessment of two or more of the following: (1) cognitive abilities, (2) academic achievement/skills, (3) socio-emotional or behavioral functioning. Reports should include basic demographic data, reason for referral, background information, assessments administered and/or sources of information, observations, assessments results and interpretation, summary, and recommendations that clearly are linked to assessment results and include evidence-based interventions. All reports should contain a summary of interviews with at least one parent and one teacher. The assessment samples should demonstrate student s skills to use psychological and educational assessment, data collection strategies, and technology resources as well as application of ecological and multicultural knowledge. 1 = Lack of two or more of the following: (a) an introductory statement that indicates what assessment instruments have been administered and interpreted by the student, (b) expected level or higher ratings from supervisor in this area, (c) report on curriculum-based assessment project; and (d) at least two well-written comprehensive assessment reports that reflect the administration and interpretation of diverse assessment methods. 2 = Lack of one or more of the following: (a) an introductory statement that indicates what assessment instruments have been administered and interpreted by the student, (b) expected level or higher ratings from supervisor in this area, (c) report on curriculum-based assessment project; and (d) at least two well-written comprehensive assessment reports that reflect the administration and interpretation of diverse assessment methods. 3 = Evidence of (a) an introductory statement that indicates what assessment instruments have been administered and interpreted by the student, (b) expected level or higher ratings from supervisor in this area, (c) report on curriculum-based assessment project; and (d) at least two well-written comprehensive assessment reports that reflect the administration and interpretation of diverse assessment methods. 4 = Evidence of (a) an introductory statement that indicates what assessment instruments have been administered and interpreted by the student, (b) above or much above expected level ratings from supervisor in this area, (c) report on curriculum-based assessment project; and (d) at least two well-written comprehensive assessment reports that reflect the administration and interpretation of diverse assessment methods. 5 = Evidence of (a) an introductory statement that indicates what assessment instruments have been administered and interpreted by the student, (b) much above expected level ratings from supervisor in this area, (c) report on curriculum-based assessment project; and (d) at least two well-written comprehensive assessment reports that reflect the administration and interpretation of diverse assessment methods. Intervention: Counseling 1 The counseling case summarization or progress notes must Describe the students strengths and needs clearly Define the counseling goals clearly Establish criteria for counseling success Describe specific progress monitoring and outcome measures and procedures Describe the specific intervention strategies used in each session, demonstrating evidence-based strategies to promote social emotional functioning and mental health Document counseling progress monitoring, demonstrate skills to use assessment and data-collection methods and to implement and evaluate services that support socialization, learning, and mental health Document counseling outcomes

8 8 Demonstrate consideration of the counselee s ecological context including biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills 1 = Lack of two or more of the following: (a) an introductory statement that includes the number of students who have been counseled individually and in group, the duration of the counseling cases, theoretical approach used in the cases, and your use of evidence-based practices; (b) expected level or higher ratings from supervisor in this area, (c) one course-related paper that received a grade of "B" or higher, and connects counseling theory to practice; and (d) case summarization or progress notes of at least one individual and one group counseling case that demonstrate the aforementioned knowledge and skills. 2 = Lack of one or more of the following: (a) an introductory statement that includes the number of students who have been counseled individually and in group, the duration of the counseling cases, theoretical approach used in the cases, and your use of evidence-based practices; (b) expected level or higher ratings from supervisor in this area, (c) one course-related paper that received a grade of "B" or higher, and connects counseling theory to practice; and (d) case summarization or progress notes of at least one individual and one group counseling case that demonstrate the aforementioned knowledge and skills. 3 = Evidence of (a) an introductory statement that includes the number of students who have been counseled individually and in group, the duration of the counseling cases, theoretical approach used in the cases, and your use of evidence-based practices; (b) expected level or higher ratings from supervisor in this area, (c) one courserelated paper that received a grade of "B" or higher, and connects counseling theory to practice; and (d) case summarization or progress notes of at least one individual and one group counseling case that demonstrate the aforementioned knowledge and skills. 4 = Evidence of (a) an introductory statement that includes the number of students who have been counseled individually and in group, the duration of the counseling cases, theoretical approach used in the cases, and your use of evidence-based practices; (b) above expected or much above expected level ratings from supervisor in this area, (c) one course-related paper that received a grade of "A-" or higher, and connects counseling theory to practice; and (d) case summarization or progress notes of at least one individual and one group counseling case that demonstrate the aforementioned knowledge and skills. 5 = Evidence of an introductory statement that includes the number of students who have been counseled individually and in group, the duration of the counseling cases, theoretical approach used in the cases, and your use of evidence-based practices; (b) much above expected level ratings from supervisor in this area, (c) one course-related paper that received a grade of "A", and connects counseling theory to practice; and (d) case summarization or progress notes of at least one individual and one group counseling case that demonstrate the aforementioned knowledge and skills. Intervention: Consultation and Collaboration This section should reflect that the student has gained knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems used to promote effective implementation of interventions. The comprehensive case study should demonstrate student s skills to consult, collaborate, and communicate with others (especially colleagues, teachers and parents) during design, implementation, and evaluation of services and programs. 1 = Lack of two or more of the following (a) an introductory statement that summarizes the number of consultation cases in the practicum and their duration, (b) expected level or higher ratings from supervisor in this area, (c) comprehensive case study, including four graded reports* from the course, Consultation and Program Evaluation, that collectively average a grade of B or higher.

9 9 2 = Lack of one or more of the following (a) an introductory statement that summarizes the number of consultation cases in the practicum and their duration, (b) expected level or higher ratings from supervisor in this area, (c) comprehensive case study, including four graded reports* from the course, Consultation and Program Evaluation, that collectively average a grade of B or higher. 3 = Evidence of (a) an introductory statement that summarizes the number of consultation cases in the practicum and their duration, (b) expected level or higher ratings from supervisor in this area, (c) comprehensive case study, including four graded reports* from the course, Consultation and Program Evaluation, that collectively average a grade of B or higher. 4 = Evidence of (a) an introductory statement that summarizes the number of consultation cases in the practicum and their duration, (b) above expected level or higher ratings from supervisor in this area, (c) comprehensive case study, including four graded reports* from the course, Consultation and Program Evaluation, that collectively average a grade of A-. 5 = Evidence of (a) an introductory statement that summarizes the number of consultation cases and their duration, (b) much above expected level ratings from supervisor in this area, (c) comprehensive case study, including four graded reports* from the course, Consultation and Program Evaluation, that collectively average a grade of A. *For the first version of the portfolio, include the available reports. Intervention: Prevention This section should reflect student s knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidencebased strategies for effective crisis response. Through the sample works, student should demonstrate knowledge and skills to promote services that enhance learning, mental health, safety, and physical well-being through protective and adaptive factors and to implement effective crisis preparation, response, and recovery. 1 = Lack of two or more of the following: (a) an introductory statement that summarizes the practicum student s involvement in prevention activities either at the classroom or school level (b) expected level or higher ratings from supervisor in this area, and (c) project paper from Behavior Management course with a grade of B or higher, (d) final paper from Learning Problems course with a grade of B or higher. 2 = Lack of one of the following: (a) an introductory statement that summarizes the practicum student s involvement in prevention activities either at the classroom or school level (b) expected level or higher ratings from supervisor in this area, and (c) project paper from Behavior Management course with a grade of B or higher, (d) final paper from Learning Problems course with a grade of B or higher. 3 = Evidence (a) an introductory statement that summarizes the practicum student s involvement in prevention activities either at the classroom or school level (b) expected level or higher ratings from supervisor in this area, and (c) project paper from Behavior Management course with a grade of B or higher, (d) final paper from Learning Problems course with a grade of B or higher. 4 = Evidence of (a) an introductory statement that summarizes the practicum student s involvement in prevention activities either at the classroom or school level (b) above expected level or higher ratings from supervisor in this area, and (c) project paper from Behavior Management course with a grade of A- or higher, (d) final paper from Learning Problems course with a grade of A- or higher. 5 = Evidence of (a) an introductory statement that summarizes the practicum student s involvement in prevention activities either at the classroom or school level (b) much above expected level ratings from supervisor in this area, and (c) project paper from Behavior Management course with a grade of A, (d) final paper from Learning

10 10 Problems course with a grade of A or higher Systems Level Services: Family School Collaboration Services This section should reflect student s knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children s learning, socialization, and mental health; and methods to develop collaboration between families and schools. Students should demonstrate skills to design, implement, and evaluate services that respond to culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social behavioral outcomes for children. 1 = Lack of two or more of the following (a) an introductory statement that summarizes student s involvement in collaboration between families and schools, (b) expected level or higher ratings from supervisor in this area, (c) a grade of B or higher for the assignment on family assessment and intervention design from the a course Family, School, & Community Systems, and (d) a grade of B or higher for the entire course. 2 = Lack of one or more of the following (a) an introductory statement that summarizes student s involvement in collaboration between families and schools, (b) expected level or higher ratings from supervisor in this area, (c) a grade of B or higher for the assignment on family assessment and intervention design from the a course Family, School, & Community Systems, and (d) a grade of B or higher for the entire course. 3 = Evidence of (a) an introductory statement that summarizes student s involvement in collaboration between families and schools, (b) expected level or higher ratings from supervisor in this area, (c) a grade of B or higher for the assignment on family assessment and intervention design from the a course Family, School, & Community Systems, and (d) a grade of B or higher for the entire course. 4 = Evidence of (a) an introductory statement that summarizes student s involvement in collaboration between families and schools, (b) above expected level or higher ratings from supervisor in this area, (c) a grade of A- or higher for the assignment on family assessment and intervention design from the a course. Family, School, & Community Systems, and (d) a grade of A- or higher for the entire course. 5 = Evidence of (a) an introductory statement that summarizes student s involvement in collaboration between families and schools, (b) much above expected level or higher ratings from supervisor in this area, (c) a grade of A or higher for the assignment on family assessment and intervention design from the a course. Family, School, & Community Systems, and (d) a grade of A or higher for the entire course. Culture and Diversity This section should reflect student s knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity. Students should demonstrate an understanding and respect for diversity in development and learning, and the importance of advocacy for social justice. Students should also demonstrate skills to promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds across multiple contexts. 1 = Lack of two or more of the following: (a) an introductory statement that communicates the student s understanding of how his / her own cultural background impacts his / her practice, (b) expected level or higher ratings from supervisor in this area, (c) one course-related paper that received a grade of "B" or higher, and pertains to cultural issues, and (d) the reports on assessment, consultation, and counseling include consideration of cultural or linguistic issues. Explanation of (d): The reports on assessment, consultation, and counseling are expected to demonstrate consideration of cultural and linguistic issues in each section. For example, in the background section for a

11 psycho-educational assessment, the child s English language proficiency, language spoken at home, ethnicity, and other relevant information about cultural and ecological context should be included. When assessing a linguistically diverse child, language dominance and proficiency of English should be assessed before determining who (bilingual or monolingual school psychologist) should evaluate the child and what methods and tools should be used. In the section of assessment methods and tools, the rationale for selecting the listed methods and instruments should be reported (briefly) along with the cultural validity of the instruments for the child and the referral question. Cultural and linguistic consideration should be evident in test administration and interpretation, case conceptualization, and intervention goals and strategies. 2 = Lack of one or more of the following: (a) an introductory statement that communicates the student s understanding of how his / her own cultural background impacts his / her practice, (b) expected level or higher ratings from supervisor in this area, (c) one course-related paper that received a grade of "B" or higher, and pertains to cultural issues, and (d) the reports on assessment, consultation, and counseling include consideration of cultural or linguistic issues. 3 = Evidence of (a) an introductory statement that communicates the student s understanding of how his / her own cultural background impacts his / her practice, (b) expected level or higher ratings from supervisor in this area, (c) one course-related paper that received a grade of "B" or higher, and pertains to cultural issues, and (d) the reports on assessment, consultation, and counseling include consideration of cultural or linguistic issues. 4 = Evidence of (a) an introductory statement that communicates the student s understanding of how his / her own cultural background impacts his / her practice, (b) above or much above expected level ratings from supervisor in this area, (c) one course-related paper that received a grade of "A-" or higher, and pertains to cultural issues, and (d) the reports on assessment, consultation, and counseling include consideration of cultural or linguistic issues. 5 = Evidence of (a) an introductory statement that communicates the student s understanding of how his / her own cultural background impacts his / her practice, (b) much above expected level ratings from supervisor in this area, (c) one course-related paper that received a grade of "A" and pertains to cultural issues, and (d) the reports on assessment, consultation, and counseling include consideration of cultural or linguistic issues. Ethical and Legal Issues In this section, students should demonstrate knowledge and skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional decision-making; collaborate with other professionals. 1 = Lack of two or more of the following (a) an introductory statement that summarizes evidence presented in the section, (b) expected level supervisor's ratings in these areas, (c) a grade of "B" or higher on the ethics test / requirement in the School Psychology Seminar course, and (d) the reports on assessment, consultation, and counseling include consideration of ethical or legal issues. Explanation of (a): An introductory statement that summarizes the evidence presented in the section. The evidence presented should (1) Identify the major ethical dilemmas involved in the case. (2) Identify the ethical/ legal issues involved in the case, citing the ethical principles from NASP/APA standards and guidelines, and relevant law. (3) Discuss institutional constraints and resources. (4) Describe the ethical decision making process that the student has taken or would take to reflect how s/he applies ethical knowledge to his/her school psychology practice. 2 = Lack of one or more of the following (a) an introductory statement that summarizes evidence presented in the section, (b) expected level supervisor's ratings in these areas, (c) a grade of "B" or higher on the ethics test / requirement in the School Psychology Seminar course, and (d) the reports on assessment, consultation, and counseling include consideration of ethical or legal issues. 11

12 12 3 = Evidence (a) an introductory statement that summarizes evidence presented in the section, (b) expected level or higher supervisor's ratings in these areas, (c) a grade of "B" or higher on the ethics test / requirement in the School Psychology Seminar course, and (d) the reports on assessment, consultation, and counseling include consideration of ethical or legal issues. 4 = Evidence of (a) an introductory statement that summarizes evidence presented in the section, (b) above expected level supervisor's ratings in these areas, (c) a grade of "A-" on the ethics test / requirement in the School Psychology Seminar course, and (d) the reports on assessment, consultation, and counseling include consideration of ethical or legal issues. 5 = Evidence of (a) an introductory statement that summarizes evidence presented in the section, (b) much above expected level supervisor's ratings in these areas, (c) a grade of "A" on the ethics test / requirement in the School Psychology Seminar course, and (d) the reports on assessment, consultation, and counseling include consideration of ethical or legal issues. Program Evaluation and Applied Research In this section, students should demonstrate (a) knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings; and (b) skills to evaluate and apply research as a foundation for service delivery and use various techniques and technology resources for data collection, measurement, analysis, and program evaluation to support effective practices at the individual, group, and/or systems levels. 1 = Lack of two or three of the following (a) an introductory statement that summarizes evidence presented in the section; (b) a grade of "B" or higher on assignments that require the students to critique research articles or develop a research proposal that reflects knowledge of research design, statistics, measurement, varied data collection and analysis techniques; and (c) one course-related paper that summarizes the research literature relative to a specific area related to school psychology, and received a grade of "B" or higher, (d) the evaluation report on the consultation case earned a grade of B or higher, reflecting knowledge and skills of program evaluation, and (e) expected level or higher ratings from supervisor in these areas. 2 = Lack of one of the following (a) an introductory statement that summarizes evidence presented in the section; (b) a grade of "B" or higher on assignments that require the students to critique research articles or develop a research proposal that reflects knowledge of research design, statistics, measurement, varied data collection and analysis techniques; and (c) one course-related paper that summarizes the research literature relative to an specific area related to school psychology, and received a grade of "B" or higher, and (d) the evaluation report on the consultation case earned a grade of B or higher, reflecting knowledge and skills of program evaluation, and (e) expected level or higher ratings from supervisor in these areas. 3 = Evidence of (a) an introductory statement that summarizes evidence presented in the section; (b) a grade of "B" or higher on assignments that require the students to critique research articles or develop a research proposal that reflects knowledge of research design, statistics, measurement, varied data collection and analysis techniques; and (c) one course-related paper that summarizes the research literature relative to an specific area related to school psychology, and received a grade of "B" or higher, and (d) the evaluation report on the consultation case earned a grade of B or higher, reflecting knowledge and skills of program evaluation, and (e) expected level or higher ratings from supervisor in these areas. 4 = Evidence of (a) an introductory statement that summarizes evidence presented in the section; (b) a grade of "A-" or higher on assignments that require the students to critique research articles or develop a research proposal that reflects knowledge of research design, statistics, measurement, varied data collection and analysis techniques; (c) one course-related paper that summarizes the research literature relative to an specific area related to school psychology, and received a grade of "A-" or higher, and (d) the evaluation report on the consultation case

13 earned a grade of A- or higher, reflecting knowledge and skills of program evaluation, and (e) much above or higher ratings from supervisor in these areas. 5 = Evidence of (a) an introductory statement that summarizes evidence presented in the section; (b) a grade of "A" on assignments that require the students to critique research articles or develop a research proposal that reflects knowledge of research design, statistics, measurement, varied data collection and analysis techniques; (c) one course-related paper that summarizes the research literature relative to an specific area related to school psychology, and received a grade of "A" ; and (d) the evaluation report on the consultation case earned a grade of A, reflecting knowledge and skills of program evaluation, ; (e) above or much above expected level ratings from supervisor in these areas; and (f) completion of one or more scholarly projects not required in any course (e.g., presentation at a conference, co-author of an article or chapter). Communication and Information Technology 1 = Lack evidence of two or more of the following that illustrate appropriate use of information technology: (a) use of to communicate about professional or program issues with program faculty, fellow students or individuals at the practicum site, (b) use of computer software to score an assessment or test, (c) use of computer software (e.g., PowerPoint) for a course or practicum presentation, (d) use of the web to search for empiricallysupported strategies, and (e) expected level or higher ratings from supervisor in this area. 2 = Lack evidence of one of the following that illustrate appropriate use of information technology: (a) use of e- mail to communicate about professional or program issues with program faculty, fellow students or individuals at the practicum site, (b) use computer software to score an assessment or test, (c) use of computer software (e.g., PowerPoint) for a course or practicum presentation, (d) use of the web to search for empirically-supported strategies, and (e) expected level or higher ratings from supervisor in this area. 3 = Evidence of the following that illustrate appropriate use of information technology: (a) use of to communicate about professional or program issues with program faculty, fellow students or individuals at the practicum site, (b) use computer software to score an assessment or test, (c) use of a computer software (e.g., PowerPoint) for a course or practicum presentation, (d) use of the web to search for empirically-supported strategies, and (e) expected level or higher ratings from supervisor in this area. 4 = Evidence of the following that illustrate appropriate use of information technology: (a) use of to communicate about professional or program issues with program faculty, fellow students or individuals at the practicum site, (b) use computer software to score an assessment or test, (c) use of a computer software (e.g., PowerPoint) for a course or practicum presentation, (d) use of the web to search for empirically-supported strategies, (e) use of computer software to graph baseline and intervention phases of a case, and (f) above or much above expected level ratings from supervisor in this area. 5 = Evidence of the following that illustrate appropriate use of information technology: (a) use of to communicate about professional or program issues with program faculty, fellow students or individuals at the practicum site, (b) use computer software to score an assessment or test, (c) use of a computer software (e.g., PowerPoint) for a course or practicum presentation, (d) use of the web to search for empirically-supported strategies, (e) use of computer software to graph baseline and intervention phases of a case, (f) use of statistical software or spreadsheet functions to analyze data, and (g) above or much above expected level ratings from supervisor in this area. 13 Writing Skills (Please Note: This is not a separate section of the portfolio) 1 = Papers lack evidence of two or more of the following: (a) an ability to appropriately use abstract concepts in paper; (b) clear communication of ideas; (c) details and examples to support conclusions and interpretations; (d) good use of grammar; and (e) careful editing of papers.

14 14 2 = Papers lack evidence of one of the following: (a) an ability to appropriately use abstract concepts in paper; (b) clear communication of ideas; (c) details and examples to support conclusions and interpretations; (d) good use of grammar; and (e) careful editing of papers. 3 = Evidence of (a) an ability to appropriately use abstract concepts in paper; (b) clear communication of ideas; (c) details and examples to support conclusions and interpretations, (d) good use of grammar; and (e) careful editing of papers. 4 = Evidence of (a) an ability to appropriately use abstract concepts in paper; (b) clear communication of ideas; (c) details and examples to support conclusions and interpretations; (d) good use of grammar; (e) careful editing of papers, and (f) very well organized and conceptualized papers. 5 = Evidence of (a) an ability to appropriately use abstract concepts in paper; (b) clear communication of ideas; (c) details and examples to support conclusions and interpretations; (d) good use of grammar; (e) careful editing of papers; (f) very well organized and conceptualized papers; and (g) ideas being thought-provoking or original. Organization of Portfolio 1 = Portfolio has one or more of the following problems: (a) difficult to find material (e.g., supervisor s ratings) in sections; (b) not all sections are labeled; (c) not all sections have an introduction; (d) table of contents, program of study, copy of transcript, or practicum log summary are either difficult to locate or incomplete; (e) portfolio comes apart when used; and (f) original, graded course papers are omitted. 3 = It is relatively easy to locate evidence in each of the sections. All sections are labeled. All sections have an introduction. Table of contents, program of study, copy of transcript, and practicum log summary are easy to locate and complete. Portfolio is sturdy. Original, graded course papers are included. For revised portfolios, a list of corrections and additions are provided. 5 = It is exceptionally easy to locate evidence in each of the sections. All sections are every clearly labeled. All sections have a clear introduction. Table of contents, program of study, copy of transcript, and practicum log summary are easy to locate and complete. Portfolio is sturdy. Original, graded course papers are included. For revised portfolios, a list of corrections and additions are provided. Portfolio is attractive.

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